Influencing Factors of Communicative Language Teaching:A Student Perspective from English Majors

Nowadays,the Communicative Language Teaching Approach has gained significant popularity in the field of foreign language teaching.However,there appears to be a stagnation in its application effects.Therefore,this thesis aims to investigate the present state of CLT implementation and identify the factors influencing its execution within English major classrooms at Chinese universities from a student perspective.30 students responded to the questionnaire and 5 students participated in interviews to provide detailed insights.Through analysis,it was observed that CLT has been widely used in English classes and received positive feedback from students.Factors including the Test-oriented Educational system,teacher factors,student factors,and the Chinese traditional Confucius idea about teaching have an important impact on its implementation.Additionally,this article offers potential recommendations aimed at reconciling the CLT Approach with the Chinese educational context.

Methodology Analysis——Comment on Communicative Language Teaching (CLT)

Language teaching approaches are always changing according to social needs for various talents and there is no exception for Communicative Language Teaching(CLT).From 1960s,people become more and more interested in communicative function of languages.Communicative Competence,Functional Linguistics,Speech Act Theory and related learning theories help the CLT form the teaching aim of cultivating students'communicative ability.Scholars start to regard language communicative competence as the final teaching purpose.This article will explore CLT in terms of language teaching views,advantages and disadvantages.What is more,it comes to the following conclusions:there exists no language teaching approach that is absolutely superior,including CLT.Language teachers should use different approaches flexibly so as to reach the teaching aim.

A Short Discussion on How to Use Communicative Language Teaching (CLT) to Improve Speaking Competence

Though China's present situation in English language teaching is quite favorable,some problems are still very outstanding.It seems that the communicative competence of Chinese students is not that satisfactory.The Communicative Language Teaching(CLT) approach,which regards"communicative competence"as the goal of language teaching,is becoming more and more popular in China's English language teaching.This paper shows that the CLT approach does work in improving students' communicative competence to some degree,through reviewing relevant literature on this approach.However,it is not a panacea to solve all the problems occurring in students' communicative competence for it also has some weak points.Several suggestions were proposed to enhance students' grammatical competence as well as the communicative block due to cultural differences.It is also advisable for teachers to be as flexible as possible in choosing the teaching techniques and adding whichever input needed to effectively achieve the main goal of making students both grammatically accurate and communicatively proficient.

Review about Communicative and Task:Based Language Teaching in East Asian Classrooms

William Littlewood in Communicative and Task-based Language Teaching in East Asian Classrooms(2007) points out the problems in implementing CLT and TBLT in the East Asian classrooms,Then he gives his ideas "how teachers adapt rather than adopt". Later he puts forward some conceptual uncertainties. Finally he comes to the conclusion. The article is well written,and delicately structured. Littlewood has carried out profound research and survey in East Asian countries,however,he didn't give us some measures to solve the problems. Also his conclusion is only a framework and no supporting details,quite general and vague. What I can do is to add some measures to solve the problems in CLT and TBLT in classrooms esp. in China.

Communicative Language Teaching in the English Classroom

The communicative approach is very much in vogue at present both at home and abroad.This paper,while discussing the problems that exist in the English classrooms in China,focuses on the factors that influence the communication between people not only of different cultures but also of different genders,professions,and ages etc.And the author discusses the communicative language teaching methods in the English classroom.This paper analyzes the communicative approach mainly from three perspectives,linguistic,psycholinguistic,and the pragmatic perspective.And the author analyzes the factors that influence the communication between people mainly in classroom.

A Reconsideration of Communicative Language Teaching in Vocational College English Instruction for Non-English Majors

This thesis investigates vocational college English teachers’perceptions and attitudes toward CLT,revealed the obstacles and difficulties teachers encountered in the application of CLT in vocational English classroom.Meanwhile,this research attempts to explore how the apply CLT effectively in China.

Teaching English Grammar Through Communicative Language Teaching Approach

Grammar is an important part of language learning. In order for students to have a functional knowledge of a language (in other words, that they can spontaneously produce language) they must have at least some knowledge about the grammatical constructs of the language in question. How grammar can be taught? Considering various second language teaching methods, teaching grammar through Communicative Language Teaching Approach is the most talked. Emphasis in this article is put on the application of Communicative Language Teaching Approach in grammar teaching in college English classes.

Practical Student-centered Activities of Communicative Language Teaching——Unit 2 Text A :Animals(21st Century College English Book II)

English plays a very important role in our daily life and has been a world language for decades, as the global economy is developing so fast nowadays, the learners of English have already realized that the main purpose to learn English is to communicate properly in their real life with the people from other culture, but not to memorize those boring grammar rules and terrible vocabularies which will appear in their English examinations. Consequently, it has become an important task for English teachers to think about how to develop students' language abilities for real communication. Nowadays, Communicative Language Teaching(CLT) has become a very popular teaching approach in China. CLT pays a lot attention to the social and functional elements in language daily use.

On Pragmatic Change of nihao in Present-day China and Its Implication in Communicative Language Teaching

The current paper presents the linguistic analysis of a Chinese greeting “nihao” in both literature and reality, and compares the practical use of “nihao” by both native and non-native Chinese speakers, which leads to a discussion of some existing problems observed in foreign language teaching and learning. The problems include overuse and overgeneralization of certain words and expressions, and lack of use of some others. These problems are caused by the deficient exposure to authentic (non-)linguistic setting. The study may provide a further understanding of the communicative method of teaching and learning a different language.

Integration of Cross-cultural Awareness Acquisition into Communicative Language Teaching

In order to improve their abilities in cross-cultural communication, language learners should develop not only their language competence, but also communicative competence. Therefore, the integration of cross-cultural awareness acquisition into communicative language teaching is quite necessary. And some practical measures of cultivating cultural creativity are introduced to help language learners to develop communicative competence.

THE COMMUNICATIVE APPROACH TO THE TEACHING OF ENGLISH AS A FOREIGN LANGUAGE

1. Introduction In educational theory, as with most things, there exist fashions and trends. Within the field of foreign language teaching the communicative approach is with good reason very fasharable in the west. The name certainly makes it difficult to argue with, who would want to use the ’non-communicative’ approach to teaching a foreign language? The need to communicate in a language is what makes language teaching different from teaching many other subjects. If you study geography, you learn about places, but if you only learn about a language it is not enough.

A Brief Analysis About the Function of the Communicative Approach -- It Can Lighten Classroom Anxiety in Foreign Language Teaching

Classroom Anxiety is very common and to some extent it influences students＇ achievements in foreign language learning. So, how to solve this problem in order to help students have a good performance in foreign language learning is a very urgent issue. According to the writer＇s study, communicative approach is an effective method to deal with it.

Four Principles to Achieve Communicative Competence in Language Teaching

The paper aims to discuss the theory of communicative competence(CC for short) and its implications for language teaching.

A Brief Discussion on the Application of Task-based Language Teaching to Improve the Teaching Quality of English Communication Classes in Junior High Schools

With the progress and development of society and the continuous advancement of curriculum standard reform,society has higher requirements for students’English skills.The junior high school stage is the best time to cultivate students’communication skills,however,junior high school English classes are currently still based on traditional teaching as the main teaching method,which only focuses on cultivating students’reading and writing skills,thus neglecting the training of listening and speaking skills.Despite its evident benefits,the implementation of the task-based language teaching(TBLT)method in junior high school English communication classes is not without challenges.The current state of these classes reveals a significant gap in the integration of communicative tasks into the teaching process.This gap stems from a variety of factors,including the lack of appropriate resources,insufficient teacher training,and the deeply ingrained reliance on traditional teaching methods.This study will briefly explain the definition and characteristics of the task-based language teaching method,analyze the current situation of junior high school English communication classes,the difficulties of using TBLT in junior high school English classrooms,and the application methods of task-based teaching methods.The teaching method makes up for the shortcomings of English communication classes in junior high schools and improves the quality of teaching.

The Application of Communicative Language Teaching to Listening Activities

With more and more focus on the development of college students' communicative abilities,listening teaching is holding a great proportion in college teaching activities.This paper shows how to apply the Communicative Language Teaching Approach to listening activities.And by applying this approach,the author will make some try in how to make the listening teaching course interesting and attractive as well as cultivate and develop the college students' listening abilities and communicative abilities.

An Integrating Approach in English language Teaching——The Combination of Traditional and Communicative Approaches

In English language teaching, both the traditional and communicative approaches have their own advantages and shortcomings. So what we need to do is taking the advantages of communicative approaches without upsetting the patterns of traditional practices—combining traditional and communicative approaches.

Using Communicative Language Teaching of English in Spoken English for the Major of International Economics and Trade

Enhancing the ability of oral communication is the general trend of language teaching in China. Through analyzing the characteristics of International Economics and Trade Major, this paper identifies and analyses contextual factors in English Language Teaching in the major, and discusses the practices of communicative language teaching which could be adapted to this context, in which learners are undergraduates of International Economics and Trade, then the importance and difficulties of the teaching approach has been highlighted.

A Brief Introduction to Communicative Language Teaching

Communicative language teaching(CLT) advances and advocates language is acquired through communications,i.e.,using a language to learn it..Ever since the introduction of CLT in the late 1970s,disparate definitions and interpretations of the communicative approach to language instruction continually come into being.In today's process of language teaching,incorporation of CLT has become mandatory in teaching almost any language.While the majority of descriptions of CLT accentuate the communication of messages and meaning,there is divergence as to whether CLT should be concerned about the analysis and practice of language structures.

Communicative Language Teaching and Its Application in China's Context

English learning as a language communication is considered as much more like an approach rather than a method in most cases.This paper focuses on the introduction of the situation of development of communicative language teaching approach abroad and at home.And extra attention has been paid to the current realities of teaching in underdeveloped area in China,with certain suggested strategies proposed along with.

On Grammar Translation Approach and Communicative Language Teaching

Be driven by new knowledge about the learner and the English language, foreign language teaching has developed into many different schools based on different theories. All of them have their own advantages and disadvantages. Focusing on two of the most commonly used ones--the Grammar Translation Approach and Communicative Language Teaching, this paper gives comments about these two different approaches and give advices that combine them together to promote language teaching.